Organising Experiment Information

Overview

In lesson 2 of 8, students revisit their experiment notes and plan an information report. They sort evidence from opinion, select accurate details, and organise observations, measurements, variables, results and explanations under useful headings.

Learning intentions

• WALT select relevant and accurate information from an experiment.
• WALT separate observations from opinions.
• WALT organise notes under headings for an information report.
• WALT explain patterns or unusual results using precise language.

Success criteria

• I can identify whether a statement is an observation or an opinion.
• I can select details that are accurate and relevant to my experiment.
• I can organise notes under clear headings.
• I can identify a pattern or anomaly and suggest how to explain it.

Curriculum links

• Reading: use information from texts, notes and recorded data to identify key ideas and relevant details.
• Writing: plan and organise ideas for a clear, purposeful information report.
• Oral language: discuss, clarify and justify choices using subject-specific vocabulary.
• Science learning: communicate observations, measurements, variables, results and explanations from an investigation.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect with the experiment Display the hook from the experiment information introduction deck: “Which details would help a reader understand what happened—and which would distract them?” Briefly revisit the experiment question, method and class results. Students turn and talk, then share one detail they remember.

2. 5–12 minutes – Model observation and opinion Show four example statements from the observation and opinion examples. For example: “The water temperature was 32°C” is an observation; “The water was far too hot” is an opinion unless supported by a stated comparison. Think aloud while sorting the statements into “evidence” and “personal judgement”. Emphasise that measurements and directly noticed changes are evidence, while feelings and unsupported judgements are opinions.

3. 12–17 minutes – Introduce the planning template Distribute the experiment report planning template. Explain the headings: question or purpose, variables, observations, measurements, results, patterns or anomalies, and explanation. Model transferring one note into the correct section, showing how to shorten a note without changing its meaning. Point out the checklist and highlighted sections.

4. 17–30 minutes – Sort and select information In mixed-ability groups, students revisit their experiment notebooks, tables or photographs. Assign roles using the group role cards where helpful. Students first orally rehearse each note, then decide whether it is accurate, relevant and suitable for the report. They record selected information in the matching section of the experiment report planning template. The teacher conferences with groups, checking that students do not confuse a variable with a result.

5. 30–39 minutes – Identify patterns and explain Students compare measurements and results. They circle a pattern, change or possible anomaly and complete the prompt: “The results show… This may have happened because…” Encourage precise words such as increased, decreased, stayed the same, compared with and possibly. Students who finish early plan one sentence explaining why an unexpected result might have occurred, while clearly labelling it as a possible explanation rather than a proven fact.

6. 39–45 minutes – Share and self-assess Invite two or three groups to share one well-organised heading and one selected detail. Display the final prompts from the planning check and reflection slides. Students use the checklist on the experiment report planning template to self-assess, then complete one sentence: “My strongest section is… My next step is…”. Collect templates or photograph them for the next lesson.

Resources

• the experiment information introduction deck
• the experiment report planning template
• the group role cards
• Students’ experiment notebooks, results tables or photographs
• Pencils, coloured pencils and highlighters
• Whiteboard and markers
• Translated science vocabulary in Mandarin, Russian and Arabic
• Optional noise-reducing headphones and movement space

Assessment

• Listen for students accurately distinguishing observations, measurements and opinions during group sorting.
• Check planning templates for relevant details placed under appropriate headings, including variables and results.
• Note whether students identify a pattern or anomaly and distinguish a possible explanation from an observed fact.

Differentiation

• Provide a structured graphic organiser, picture/word banks, translated science vocabulary, highlighted headings and a partially completed template.
• Offer oral rehearsal before writing, teacher or peer scribing, dyslexia-friendly sans-serif text, generous spacing and reading aloud of instructions.
• Use short work intervals, a visible checklist, clear group roles, movement or sensory breaks, and a quieter workspace for students who need reduced distraction.
• Support Year 4 students with one example per heading; encourage Year 5–6 students to combine evidence from measurements and observations and justify why details are relevant.

Extension

Students identify two patterns or anomalies, compare them with the experiment question, and plan precise explanations using evidence. They may also suggest one improvement to the way results were recorded.